Respondents categorised by nature of enrolment

Categories: full-time or part-time/ remote

There was a statistically significant difference between the full-time respondents and the part-time/ remote respondents for all indicators. Full-time respondents had higher indicator scores for Quantitative Reasoning, Collaborative Learning, Student-Faculty Interaction, Supportive Environment and Learning, Creative and Social Skills.

Part-time/ remote respondents had higher indicator scores for Higher-Order Learning, Reflective and Integrative Learning, Learning Strategies, Effective Teaching Practices and Quality of Interactions.

A medium effect size was found for Collaborative Learning (0.638), indicating that the biggest differences between these groups was for this indicator. For all other statistically significant differences, the effect size was small or negligible.